Pure lecturing is a one-way communication process. It is the teacher’s spoken message. The message is moved from the sender to the receiver in a one-way direction. Despite this limitation, the lecture when well prepared and presented, can stay in the memory for a long time. The lecture is a very effective and economical method of transferring information a source of data or sensory input, organized or arranged into a pattern which can be interpreted. to a big group or when there is a need to present a large number of items of information in a short period. However, it is unsuitable to use it for teaching skills or very detailed issues.
The lecture when delivered by a skilful speaker can raise interest in the subject and leads to a more comprehensive research into the contents. It may cause the listeners to consider themselves as members of a group and to reflect on their role in it.
The subject matter must be divided into logical parts of the correct size. Since the capability for receiving information is limited, the lecture must be clear and it must emphasize the main points. In addition, the lecture must be in logical sequence to help the listener follow and understand the content properly.
The teacher may enrich his/her presentation by the use of illustrations on the board or transparencies or slides with the aid of the overhead projector. A lecture can also be combined with any other teaching method like demonstration, questioning or practical training to make it more effective.
Structuring a lecture
Possibilities for structuring a lecture:
The classical method—divide into broad sections, sub-sections and perhaps again in smaller units.
The problem-centred method—useful for examining alternative views and solutions to problems. It contains a statement of a problem’s explicit and implicit criteria statement.
The sequential method—consists of a series of linked statements, which usually lead to a conclusion. The teacher has to ensure that the steps are within the grasp of the participants and should frequently summarize the main steps and the procedure.
The comparative method—compares two or more processes, themes, stories, ideas or systems. It may be a search for similarities or differences, for advantages or disadvantages.
The thesis method—begins with a hypothesis and proceeds to justify it by bringing together a wide range of evidence and arguments that may be presented in major sections or in a problem form. It may include theses or counter-theses.
Tips for trainers
Long lectures and presentations can be very boring. If you talk to your participants for a long time without involving them actively, you are likely to lose their attention. You need to motivate and interest them.
Start the presentation by finding out what your participants know about the topic already; ask questions which do not require only a ‘yes’ or ‘no’ answer.
Ask your participants why they think they should learn about this topic - this could help them have some input into the aim a broad statement which gives a general direction or guidance to a teaching or training programme. and objectives of the lesson.
Try to relate the topic to what your participants are familiar with, either from a previous session or from their own experience; you may use examples, which they will find interesting.
Do not try to cram too much information into a short time period; some of your participants will not take it all in.
Remember that every course involves a group of individuals, each of whom has his or her own way of learning and personal interests; try to be aware and meet the learning needs and styles of each of your participants.
Use a range of different visual aids whenever possible. The blackboard (or whiteboard) is very useful, but try to use posters, pictures and real materials (seeds, plants, implements, tools, etc.) if available; these create interest.
Encourage your participants to actually become involved with the lesson material; use demonstrations; let your participants touch, smell, observe and draw the items under discussion; remember that ‘doing’ leads to ‘understanding’ - participants will forget most of what they hear, and a lot of what they see.
Give your participants a chance to take notes, either during the presentation, or immediately afterwards; you could do this by dictating, or by writing notes, neatly, on the blackboard. Participants should be encouraged to write their own, original notes which are the main points of the discussion, but this requires maturity and good literacy and language skills; once again, find out about the ability of your participants as soon as possible.
Ask your participants to take some responsibility for their own learning; encourage them to undertake projects, keep diaries, look for information from newspapers and books, listen to interesting information on the radio, or the television where available, and observe the farming practices of their families and neighbours.
Try to observe the reactions of your participants - this becomes easier as you get to know them, and ask questions regularly, sometimes to all participants, and sometimes to particular individuals. It is very helpful to know and address your participants by name, as this will help you to build up a good relationship with them, and it will increase their attention. You could ask each person to make a badge with their name on it, and for them to wear the badges until everyone is familiar with each other.